International Journal of Science Educators and Teachers
2015, Volume 1, Number 1
pp. 55 – 62
Existing ideas and Misconceptions about Natural Selection among
Vietnamese Students
Huynh Thi Thuy Diema,b and Chokchai Yuenyounga
a. Faculty of Education, Khon Kaen University, Thailand
b.School of Education, Cantho University, Vietnam
Abstract
This paper aims to investigate the student’s existing ideas and misconception about natural selection in Vietnamese. This is a
cross sectional survey among biology undergraduate students, including quantitative and qualitative. The instrument for present
study was developed in order to measure students existing’s ideas and misconceptions using previous questions from
Baumgartnerand Duncan. Data collection and data analysis were covered definition, understanding and attitudes about natural
selection. The results revealed that 61.4% of biology undergraduate students had misconception and none of the student had the
correct concept about natural selection. The proportions of misconception in final year student (35.5%) which was significantly
lower than first year students (75.4%). There were numerous existing idea and misconception about natural selection among
biology students. Correct understanding about natural selection was high and it was higher in the final year students than first
year students. Attitude about natural selection between the final year students and first year students were comparable.Future
invention should be conducted to improve learning and teaching about natural selection for Vietnamese students
Keywords:Natural Selection, Misconception, Existing Idea, Vietnamese Students.
1. Introduction
Natural selectionisresulting of survival processing for individuals that best adapted to prevailing
environmental conditions, theseindividuals produce more offspring and inherit favorable characteristics to the next
generation(BISHOP and ANDERSON 1990, Cambell A. Neil 2011). Natural selectionplaysmajor roleinmechanism
of evolutionary theory and theory of evolution which is the most significant unique theory in biology education
(Dobzhansky 1973, Anderson, Fisher et al. 2002, Gregory 2009). Natural selection is also applied to explain directly
almost phenomena related to both organism and human health (Chris, Stephanie et al. 2009). To understand
diversity and complexity of organisms, natural selectionknowledge is extremely necessary (Gregory
2009).Therefore, natural selection is taught for all students in worldwide. Understanding natural selection among
students leads to better understand scientific principles, concepts, and explains natural phenomena as well as can
predict what happened depend on circumstances(Bishop A. Beth 1986).
Previous studies have remarkably found alternative conceptions about natural selection among students in
Western countries. Some studies in United States have been reported poor understanding about natural selectionof
high school students, university students, and even biology postsecondary instructors(Abraham, Meir et al. 2009,
Gregory 2009). It is well known that misconception about natural selection prevalent and the alternative concepts
are almost the same across different culture, ethnic groups, class backgrounds (Gregory 2009). For instance, a study
among non-major biologystudent reports over 50 % students have naive concept about natural selection(BISHOP
and ANDERSON 1990), whileanother study about natural selectionbiology major studentsreports the proportion of
misconceptionsis over 70%(Reily 2007). Nehm et al. (2008) found that most students have misconceptions about
natural selection and they are not completely explain the natural selection process(Nehm and Schonfeld 2008).
Consequently, many studies reported that natural selection should be taught early in the high school as soon as
possible (Beardsley 2004, Baumgartner Erin 2009, Wilensky 2012).
Diem&Yuenyoung– International Journal of Science Educators and Teachers
In Vietnam, evolutionary theory is taught in grade 12 of high school and biology major in university.
Evolutionary theory covers two chapters: (1) The evidence and mechanism of evolution; (2) The history of life on
the earth. In general, there are total 10 lessons belong to evolutionary theory in the high school. However, among
those lessons, there are two lessons which are (1) Lamarck’s hypothesis of evolution and the theory of Darwinian’s
evolution and (2) the modern synthetic theory of evolution, focus on the contents of natural selection(Nguyen Thanh
Dat 2007).
In the university level, the curriculum of theory of evolution is taught for biology major students with two
chapters. The first chapter introduce several theories includes(a) Kimura'sneutral; (b’) the evolutionevidences; (c’)
law of evolution; (d’)Lamarck’s hypothesis of evolution; (e’) Darwinian’s evolution. The second chapter is divided
into three aspects (1) modern theory of evolution; (2) the origin of life; and (3) the origin of human.
Several studies has been investigated aboutmisconception of natural selection among any levels educated
students in the Western countries(Abraham, Meir et al. 2009, Gregory 2009, Nehm, Beggrow et al. 2012, Anila
2013).However, a little attention about misconception of natural selection among students in developing countries
including Vietnam. We hypothesized that there are numerous misconception about natural selection among biology
students in Vietnam.This study aims to investigate the existing ideas, misconception and attitude about natural
selection among biology undergraduate students.
2. Methodology
This is a cross sectional survey among biology undergraduate students. Misconception about natural
selection was investigated by open-responses paper and pencil. The present study conducted on two classes consist
of 88 college students with (57 first years and 31 final year students). Students are all in the School of Education of
Cantho University. These students were taught evolutionary theory as beginner and advanced respectively
(beginners who were introduced evolution theory and natural selection after one year, concretely in the high school,
and advanced were introduced evolution theory and natural selection 3 months before.
2.1. Instrument Design
A paper instrument for present study was combined from previous question instrument: Open-response
using Nehm and Reilly question(2007)(Reily 2007) and Baumgartner and Duncanquestion(2009)(Baumgartner Erin
2009) . Our instrument involved 3 parts:the first part is open-response to investigate the existing ideas and
misconceptions, the follow parts of instrument is correct answers to measureunderstand the role of natural selection
and the final fart is tick one response on Likert-scale to count attitude ofbiology students about natural selection.
2.2. Data Collection
The study collected data from two classrooms of biology major (one class for the first year students and
another class for final year students) in Cantho University. Students were selected randomlya day after finishingtheir
studying for anothersubjects and they do not know the study instrument before. Study instruments were delivery
directly to each student and they were suggested about 25minutes to complete the questionnaires.
Each student used pencil to write down their opinions directly on the questionnaires survey whether they
had ever learnt before about the concept of natural selection. The contents of this questionnaire survey: “Please
define natural selection to be best of your ability”(Reily 2007).In the second part of instruments, students responded
by tick all corrects answer about the role of natural selection directly on the questionnaires. The final part of the
investigation comprised a series of questions with Likert-scale response to measure students’ attitude about natural
selection. Both of the first year students and final year students carried out the same questionnaires survey and
employed the same time to finish their task.
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2.3 Data Analysis
In arriving to analysis the first part, we correlated Darwinian’s ideas and the definition of natural selection
in the Vietnamese text book. Base on the seven key conceptions ideas of definition of Darwinian was proposed by
Mayer (1982), we were classified these opinions of students with the same or different key concept as we have just
mentioned-points. Because students’ answers more than one category,so we recorded the students’ opinion for three
groups. The information of conception was a means of determining which of student’s existing ideas or
misconception of biology major undergraduate. A coding rubric was developed base on student answers that focus
on three different levels are listed below.
(1) Answers provide a clear statement regarding to Darwinians’ idea about the concept of natural selection
(response exactly four to seven key concepts of natural selection (Mayr 1982)(Mayr 1982).
(2) Answers provide a part of statement regarding to Darwinians’ idea about the concept of natural
selection (response exactly three and lower key concepts of natural selection (Mayr 1982)(Mayr 1982).
(3)Answers provide clearly a statement not regarding to Darwinians’ idea about the concept of natural
selection.
In the second part, in each response records, we calculate frequency by Chi-square test of all correct
answers from each statement and thenwe compare the difference between first year students and four year students
by Chi-square test.
The students attitude about natural selection was investigated by a series of questions with Likert-scale.
Each statement was given score and then the level of attitude was described by mean score. The comparison about
attitudes between first year and final year students was conductedusing T-test.All data were analysed by SPSS
program.
3. Research Findings
Survey result of first question presents the existing’s ideas and misconceptions about natural selection
among study sample. There is no correct answers the same ideas or clear statement according Darwinian’s ideas
about definition of natural selection. There were three kinds of existing idea category and seven misconception
category group among biology students (Table 1).
Table 1: Existing ideas, misconceptionsand misunderstanding about natural selection among biology students
Existing ideas
Misconception
and
misunderstanding
- The advantageous variations will
gradually accumulate in the population, and less favorablevariations will
diminish.
Part of statement regarding to
- Individuals which have advantageous variable survive and reproduce
Darwinians’ idea
will higher than other individuals lead to increasing offspring.
- Natural selection is a process of differnetial survival of the fittest in a
population.
- Natural selection is a phenomena that environmental factors such as temperature, light, moisture, food
resources is effectes livingthing and these livingthing have adapted their environment will be survive and
develop.
- Natural selection is an impaction of environmental changing to organism and individuals selection that
have adaptive genotype and allele frequency.
-Natural selection is an natural impaction that is mainly causes reject unadaptable species with
environmental stabilization . It makes up a new species within different evolutionary dimentions and genetic
diversity.
- Natural selection is a selection individual adaptation with their environmental condition and to have higher
survives rate than the other in this generation.
-Natural selection is an environmental impaction on organisim to remain adaptive organisms and inherite to
the next generation
- Natural selection is a struggle among organism around the world and their environment to complete their
body and evolution.
- Natural selection is a rejection of individuals that they canot environmental unadaptation when the
environmentchanges.
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Diem&Yuenyoung– International Journal of Science Educators and Teachers
Table 2.Percentage of correct concept about natural selection among biology students.
Variable
Conception
Partly
Misconception
Total
First year
Final year
p
34(38.6)
54(61.4)
14 (24.6)
43 (75.4)
20 (64.5)
11 (35.5)
p < 0.0001
Table2provides the percentages of student’s opinion about natural selection among biology students of
totally 38.6% have partly definition and misconception is about 61.4%. Theproportion of final year students
understand partly about definition of natural selection was higher (64.5%) than first year students
(24.6%).Thisdifference between final year and first year was statistically significant p<0.000.
Statement
Answers
First year
Final year
P value
n (%)
n (%)
Natural selection applies to
individuals
11 (19.3)
7 (22.6)
0.715
populations
12 (21.1)
9 (29.0)
0.402
everything but humans
8 (14.4)
3 (9.3)
0.555
all organisms
32 (56.1)
23 (74.2)
0.095
nothing
1 (1.8)
0
I don’t know
1 (1.8)
1 (3.2)
0.658
The measure of success in nature is
age reached
10 (17.5)
8 (25.8)
0.359
enemies killed
2 (3.5)
1 (3.2)
0.944
mating opportunities
24 (42.1)
13 (41.9)
0.757
surviving offspring
18 (31.6)
24 (77.4)
0.001*
food gathered
10 (17.5)
8 (25.8)
0.359
I don’t know
5 (8.8)
0
0.090
Changes result from
organisms learn to modify their bodies
7 (12.3)
10 (32.3)
0.023*
genetic material is passed on
27 (47.4)
18 (58.1)
0.338
supernatural intervention
3 (5.3)
0
random mutation
26 (45.6)
19 (61.3)
0.160
loss of body parts
2 (3.5)
0
I don’t know
2 (3.5)
0
The understanding about natural selection among biology undergraduate is showed in Table 3. Perusal
table 3 showed that almost amount of correct understanding in final year student was higher than first year students.
The proportion of the answer “I don’t know” or the wrong answer in the final year was lower than the first year.
However, major comparison between the final year and the first year were notsignificantly difference
excepttwostatements“the measure of success in nature is surviving offspring”and “the measure of success in nature
isorganisms learn to modify their bodies”.
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Diem&Yuenyoung– International Journal of Science Educators and Teachers
3.9
Scientists need to consider natural
selection when trying to solve problems.
3.9
3.5
Natural selection affects humans
3.9
4.4
Natural selection applies to all organisms
on Earth
Final year
4.1
First year
2.9
Natural selection helps explain why
organisms look the way they do
3.1
Natural selection is the best supported
explanation for the diversity of life on
Earth
4.2
4.1
0
1
2
3
4
5
Figure 1: Attitude of student about natural selection
Figure 1 presents the attitudes of biologystudentabout natural selection.Ingeneral, the attitudes about
natural selection among biology students were high, which ranges from 2.9 to 4.4. Also it has been seen in Figure 1
thatattitudes about natural selection between the first year and the final year are comparable. For instance, the
attitudes about “Scientists need to consider natural selection when trying to solve problems” are the same score and
other attitudes statement areas were marginally difference.
4. Discussion
Natural selection is very important for learning and teaching among students especially in biology students.
Tothe best of our knowledge, the present study the first study about natural selection among biology students in
Vietnam. Our study confirmed various existing’s idea and misconception about natural selection (Table1). This is
the best evidences to help teachers or lectures who responsibility teaching this course recognize how much their
students understood natural selection. It is consistent misconception with previous among biology students in the
USA(Reily 2007). This result can be explained by a previous study which demonstrated that misconception about
natural selection are not different across countries, region and population(Gregory 2009).
Overall, our result show that there are a little differences to compare the existing’ ideas and misconception
about natural selection of our students with students in the previous study. To be more specific, the partly
understanding the definition of natural selection which reports 38.6% are comparable with Nehm et all 2007 who
suggested that in the active class students were employed 37.9%(Erin Baumgartner 2009). However, for the value of
people whohandled four keys of conception in their opinion about definition of natural selection was 0%, while
previous study namely 3.2 %(Erin Baumgartner 2009). In addition, the percentage of students in our study did not
notification one key concept of natural selection which indicates 61.8% are comparable with previous study with
70%(Reily 2007). There are several explanations for this difference. First, this study was conducted in developing
countries, which was thought lower education system than developed countries. Second, teaching method in
Vietnam is focused on remembering than understanding(Christopher W. Wheeler 2007). Base on that after studying
for long time the knowledge of students are almost forget. So selecting suitable teaching and learning activities in
order to understand the concept of natural selection is very important. Last but not least, natural selection is a
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Diem&Yuenyoung– International Journal of Science Educators and Teachers
science concept regarding to theory and practices. But, in Vietnam high school or even university this course is
taught by lecturing method, without laboratory for student to observe or research by themselves.
The percentage of misconception in final year is lower than the first year. This lower can be explain by the
fact that the contents regarding to natural selection is taught 100 minutes in high school, whereas 1200 minutes in
university.In our study, first year students do not have chance to re-learning natural selection, while the final year
students have one more time study about natural selection. In addition, the percentage of knowledge of evolutionary
theory accounts for 24% totally of biology subject and approximately about 10% of natural selection knowledge in
both of high school graduated and entrance university exams. So the final year students study deeply and widely
than first year students and they have many opportunities to review the theory of evolution than first year students.
The above-mentioned factors show that the knowledge of natural selection is very important for biology
undergraduate who will be in charge teaching in the high school.
Understanding about natural selection was high, however, the comparison between first year students and
final year students are marginal difference. This problem raises a question about the way of learning and teaching
activities of natural selection in Vietnam university because the final year students have more time to study about
natural selection. Compare with previous study the amount of correct understanding are not significant difference of
students response (Erin Baumgartner 2009).Althoughin past two decades, a growing list of studies have shown
students misconception about natural selection.However, students in the Western countries now reduce
misconception.The evidence for this result when study this course they had combined learning theory and practice in
the laboratory and the result reported that after taking experiments in the Darwinian Snails Lab, the most common
was decreased misconception about natural selection. So they suggested that should teaching practice and tools
design help student deeply understanding evolution theory from this evidence(Abraham, Meir et al. 2009).
To improve the understanding about natural selection, the attitudes of students about this issue very
important. Our observation reported the high attitude understanding about natural selection than first year students.
It is not statistically different between first year and final year. This cause is explained by the times of the repeated
of learning and the position of student. The final year students have to handle theory of evolution because they will
be teaching when they practice in the high school. Comparison attitude of biology undergraduate about natural
selection between our students and previous study,with the attitudes score range from 3.0 to 3.6 (Erin Baumgartner
2009).The attitude of students about natural is good, however no one gave correct the definition of natural selection.
To explain this reason may be the way of teaching and learning in this course is not sufficient, teaching focus on try
to help students remember than understand lead to student easy to forget after gain this knowledge. Another reason
is also import that students do not have chances practice in the laboratory and or observation in the real life.
In summary, the present study mention about among biological students in Vietnam. Our finding indicates
high proportion of existing’s ideas and misconception among Vietnamese students. Understanding the role of
natural selection and attitudesabout natural selection between of final year and fist students are comparable. Future
intervention should be implemented to improve teaching and learning activities about natural selection in Vietnam.
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